Welcome to the seventh edition of the Science.gc.ca Activity Book!
Science is all around us and can be discovered, explored and used in so many
ways! This new Activity Book showcases the diversity of the world of science
through activities in health, energy, environment, agriculture, meteorology,
astronomy, the living world and much more!
Science.gc.ca is the official Government of Canada website for Science and
Technology (S&T) information and resources. We have put together this Activity
Book to stir your inner scientist. Whether you are in elementary, intermediate or
secondary school there are activities for all ages and skill levels. These activities
can be done individually or with friends in class, at camp, at home or with your
Girl Guides of Canada or Scout Canada clubs.
If you would like to make a tornado in a bottle, learn about echolocation or even
test your knowledge of atomic elements, you’ll find it all inside this Activity Book!
For more activities, you can visit Science.gc.ca and download our previous
Activity Books. While you are there, don’t forget to check out our Videos, Games
and Educational Resources for more science and technology experiments,
activities and facts. You can even submit a question to “Ask a Scientist!”
Science.gc.ca challenges you to go out, explore and look for science everywhere
you go.
We would like to thank our funding partners for their ongoing participation
and support:
 Aboriginal Affairs and Northern Development Canada
 Agriculture and Agri-Food Canada
 Canadian Food Inspection Agency
 Canadian Space Agency
 Defence Research and Development Canada
 Environment Canada
 Fisheries and Oceans Canada
 Health Canada
 National Research Council Canada
 Natural Resources Canada
 Natural Sciences and Engineering Research Council
 Public Health Agency of Canada
Go ahead, get started; discover and explore the fascinating world of science!
Sincerely,
The Science.gc.ca Team
Science.gc.ca Activity Book 7
Table of Contents
Elementary Level
Create Sky Effects in a Glass...................................................................................................... 2
Indoor Air Word Search............................................................................................................... 3
Simulating a Tornado ................................................................................................................. 4
Keep Cold Food Cold .................................................................................................................. 6
Create Oobleck! .......................................................................................................................... 7
Fact or Fiction: the Air Quality Health Index ............................................................................... 8
All About Echolocation ................................................................................................................ 9
Connect the Dots and Label and the Laboratory Equipment .................................................... .11
Staying Cool in Space .............................................................................................................. .15
Maze ................................................................................................................................... …. 18
Don’t Move Firewood!........ ....................................................................................................... 19
Intermediate Level
Indoor Air Word Search............................................................................................................. 22
What’s Up, Doc? Understanding Good Health .......................................................................... 23
Biodiversity Quiz ....................................................................................................................... 27
Collecting Algae ........................................................................................................................ 30
Word Search ............................................................................................................................. 31
Canadian Skies Crossword Puzzle ........................................................................................... 32
Energy-Smart Choices .............................................................................................................. 34
Secondary Level
Atomic Energy Math .................................................................................................................. 36
Investigation: Determining the Best Protection from UV ............................................................ 37
Pesticides – What’s Bugging You? ........................................................................................... 39
Tsunami Quiz ............................................................................................................................ 41
Mapping Canada’s Climate ....................................................................................................... 44
Answers .................................................................................................................................... 49
Science.gc.ca Activity Book 7
Elementary Level
Activities
Best suited for
ages 5 to 10
Science.gc.ca Activity Book 7
1
Create Sky Effects in a Glass
Aboriginal Affairs and Northern Development Canada
CREATE SMALL SUNSETS!
By doing this experiment, you can figure out why the sky is normally blue and why it
then becomes orange or red during sunsets!
What you need:
You need a clear drinking glass, water, 1 tablespoon of milk, and a flashlight.
What you do:
1. Fill the glass 2 two thirds of the way with water and add 1 tablespoon of milk. Stir
well!
2. Take the glass into a dark room and turn on the flashlight.
3. Shine the light down on the glass so that the light is above the glass while facing
down (the light should pass through the water to the bottom of the cup). When
the light is at this angle, the water mixture should appear blue.
4. Now, place the light by the side of the glass so that it shines through to the other
side. If you look at the water toward the light, the water appears red.
5. If you place the light under the glass so that it shines from the bottom to the top,
the water will have a stronger red color than before!
Why does the color change when you place the light in different spots? The sky’s
atmosphere has dust particles that scatter the sun’s rays. When rays are scattered, they
move about and produce different colors! Here, the milk particles act like the dust
particles and scatter the light’s rays! You just created a sky in a glass!
Science.gc.ca Activity Book 7
2
Indoor Air Word Search
Health Canada
Find these hidden words related to indoor air! The words could be up, down, left, and
right so look carefully!
ASTHMA
BREATHING
CARBON MONOXIDE
COUGHING
DUST
FRESH AIR
HOME
INDOOR AIR
IRRITATION
MITES
MOULD
POLLEN
Science.gc.ca Activity Book 7
SMOKE
SNEEZING
TOBACCO
VENTILATION
WHEEZING
3
Simulating a Tornado
Environment Canada
Materials








two 2 L clear plastic soft drink bottles
water
food colouring (optional)
duct tape
scissors
pencil
ruler
cloth or paper towels
Method
1. Fill one of the bottles with water until it is half full. Add a few drops of food colouring
to make the water more visible.
2. Cut a 5 cm piece of duct tape and cover the mouth of the bottle containing the water.
3. With the pencil, make a hole in the centre of the duct tape. Make sure that the hole
is a little bigger than the pencil.
4. Take the second bottle and turn it upside down on top of the bottle containing the
water, so that the mouths of the bottles line up. With the cloth or paper towel, wipe
any moisture from the necks of the two bottles.
Science.gc.ca Activity Book 7
4
5. Cut more duct tape and wrap it around the necks of the bottles so they are firmly
attached.
6. Hold the two bottles by the neck. Invert them so that the
bottle containing the water is on top, and immediately start
spinning them in circles.
7. Put the bottles on the table with the empty one on the
bottom.
Questions

Why does this look like a tornado?

What part of the tornado do you expect to be the most dangerous?

Why do you think the origin of a tornado is called a funnel cloud?
Explanation
Tornadoes are fast, violent swirling winds. In this demonstration, the spinning of the
bottles and funnel-shaped opening causes the water to take the shape of a tornado.
The hole in the bottle allows for the appearance of the tornado’s tail—the most
dangerous part of the tornado.
Note: Copyright of images is Environment Canada – photos taken by Victoria Hudec, National Sky
Watchers Coordinator
Science.gc.ca Activity Book 7
5
Keep Cold Food Cold
Canadian Food Inspection Agency
After shopping, quickly put away the groceries that need to be put in the fridge or
freezer. Keeping food cold slows down the growth of harmful bacteria that could make
you sick.
Help put the groceries away by drawing a line from each food to its proper storage place
in the fridge, freezer or cupboard.
Science.gc.ca Activity Book 7
6
Create Oobleck!
Aboriginal Affairs and Northern Development Canada
Become a mad scientist in your own home!
Did you know that you can change matter? Think about what happens when salt is
added to an icy road on a cold winter day. It makes the snow and ice melt faster.
This transformative process is called a PHYSICAL CHANGE.
Try to make Oobleck. What, you say? Oobleck! Do you remember the Dr. Seuss book
Bartholomew and the Oobleck? This oobleck recipe will allow you to create this strange
substance, and witness the changes between solid and liquid that occurs.
What you need:
You need 1 cup cornstarch, a bowl, a glass of water, a plastic container (like an old,
empty yogurt tub), food coloring (optional) and newspaper to cover the table.
NOTE: This recipe can be very messy, but it's loads of fun. Wear old clothes and cover
the surface you are working on.
What you do:
1. Put a cup of cornstarch in the bowl.
2. Slowly stir in small amounts of water until the mixture is thick like syrup. Add a
few drops of food coloring, if you choose.
3. Squeeze the gooey mixture between your fingers. What happens? Can you
shape it into a ball? Hold the ball on your flat palm. Watch what happens. What
happens when you pour the mixture into another container?
Science.gc.ca Activity Book 7
7
Fact or Fiction: the Air Quality Health Index
Environment Canada
1.
There is an Air Quality Health Index that is like the UV index, only it tells us
about the health risk from air pollution for that day.
2.
Air pollution is an issue for cities. People who live in rural areas are not affected.
3.
The AQHI is based on the risks of common air pollutants that harm human
health.
4.
A common air pollutant that harms human health is: dust.
5.
The AQHI is part of the forecast.
6.
Air pollution makes asthma symptoms worse.
7.
For AQHI, the lower the number, the greater the health risk associated with the
air quality. (An AQHI of 2 is worse than an AQHI of 10.)
8.
A common air pollutant that harms human health is: oxygen.
9.
Weather does not affect air quality.
10. For high UV you cover up and add sunscreen; for high AQHI you change your
plans.
11. Children are the least sensitive to the adverse health effects of air pollution.
12. High UV radiation makes more ground-level ozone, which is a pollutant.
13. The shape of the land can allow pollutants to be trapped in basins and valleys.
14. Strong winds allow pollutants to build up over an area.
15. Running your gas-powered lawnmower for 1 hour is equal to driving a new car
between 320 and 480 kilometres.
16. Some people are more sensitive to air pollution.
17. Blue is used to show a very high health risk from air quality.
18. Air pollution is a problem throughout the seasons.
19. A full bus takes 40 to 60 cars off the road.
Science.gc.ca Activity Book 7
8
All About Echolocation
Fisheries and Oceans Canada
Background:
The term echolocation refers to an ability that toothed whales have that lets them locate
and make out objects by listening for echoes. Toothed whales echolocate by producing
clicking sounds and then receiving and interpreting the resulting echo. Beluga whales
rely on these echoes to navigate, communicate, locate breathing holes, and hunt in dark
or murky waters. In this activity, one student will play the beluga whale and the others
will act as food.
What you will need:


Blindfold
Large open space
Let’s get started!
You will need a lot of space for this activity, preferably an outdoor space, the school
gymnasium or a large clear room.
Object of the game:
Not to get caught by the “whale” (the person who is “it”)
Rules:
1. One person is chosen to be the whale; he/she is blindfolded and stands in the
centre of the room.
2. All the other students act as food and can stand, sit or lie down anywhere in the
room.
3. The whale counts to 10 and shouts "Echo!" and all the others students shout
"Location!"
Science.gc.ca Activity Book 7
9
4. The person who shouts "Echo!" has to try and catch one of the persons who
shouts "Location".
5. The whale can shout “Echo!” as much as possible. Once he/she catches a
person, then that person is now "it" and so on…
6. Try shouting loudly or whispering. Try having only one side of the room
answering the whale. Does it make a difference?
Talk about it!
1. Is it easier to track food using your eyes or your ears?
2. What happened when the food was quieter or louder?
3. What other animals might use echolocation to find food?
4. What would be different in a real ocean situation?
5. What do you think happens to whales if there is a lot of noise in the ocean?
Science.gc.ca Activity Book 7
10
Connect the Dots and Label and the Laboratory Equipment
Aboriginal Affairs and Northern Development Canada
A.
B.
Science.gc.ca Activity Book 7
11
C.
D.
Science.gc.ca Activity Book 7
12
E.
F.
Science.gc.ca Activity Book 7
13
G.
Label the Chemistry Lab Equipment:
ERLENMEYER FLASK
BEAKER
PETRI DISH
TEST TUBE
RUBBER GLOVES
GOGGLES
MICROSCOPE
Science.gc.ca Activity Book 7
14
Staying Cool in Space
Canadian Space Agency
Background
Working in space takes a great amount of effort. During the first spacewalks or
Extravehicular Activities (EVA), astronauts relayed how warm it gets while wearing a
spacesuit that has a mass of over 100 kilograms!
To help the spacewalkers stay cool during an EVA, researchers developed the Liquid
Cooling-and-Ventilation Garment. The garment is a one-piece body suit with a zipperedfront. Its soft nylon lining is covered with an additional layer of SpandexTM and a network
of plastic tubing that surrounds the body. This tubing is used for cooling and ventilating
the suit. A set of tubes is used to circulate cool liquid, while another set of tubes is used
to transport sweat, carbon dioxide, and any other contaminants into the Primary Life
Support System to purify the atmosphere within the suit.
The Activity
Students will use plastic tubing and water to lower their body temperature.
The Objective
This activity teaches students about an astronaut's challenge of working in space and
the need for researchers to devise solutions for real-life problems. Students will have
the opportunity to experience how an astronaut regulates his body temperature while
working in space.
Materials





two buckets
3 metres of aquarium tubing
water
ice to fill a bucket to the halfway point
kitchen size plastic garbage bags (one per student)
Method
Understanding Heat Retention
1. Give each student a plastic bag. Students should roll up one shirt sleeve.
Science.gc.ca Activity Book 7
15
2. Ask the students to place their bare arms in the plastic bag. Wrap the bag around
the arm (but not too tightly). For a period of two minutes, they should wave their
covered arms.
3. After this time period, ask the students to observe the sensation in the arm once
they remove these bags. The following discussion should explain how the suit,
like the plastic, retains body heat, and why their arms suddenly felt cooler with
the removal of the bags. (Warm air in the bag was released and moisture from
perspiration on the arms began to evaporate to create a cooling effect.)
4. You can now segue into the next part of the exercise. Students will understand
how to circumvent the problem of heat retention within the suit.
A “Cool System”
1. Set up a bucket of water and ice on a desk.
2. Set up the empty bucket on the floor.
3. Ask a student volunteer to sit on a chair in front of the desk and the ice water
4. Wrap the tubing around the student's bare arm and place one end of the tube in
the ice water and the other end of the tube in the empty bucket.
5. Start a siphon flow from the ice water to the empty bucket. Ask the student to
describe the sensation for the rest of the class.
Science.gc.ca Activity Book 7
16
More Activities to Stimulate Interest and Learning

Devise a method that will eliminate the need for the siphons and buckets of water
in this experiment. How can you ensure that water can be continuously
circulated?

Set up teams to design and construct liquid cooling garments. Each team can
choose their base garment (e.g. long underwear, thermal undershirt, running
tights, bodysuit). They can also decide on how much tubing to apply for
maximum cooling and how it can most effectively be networked and attached to
the suit.

Devise a method to compare and test the effectiveness of each of the suits.
Which was most effective? Which was least effective? Why?

Who else might benefit from these liquid cooling garments?
Science.gc.ca Activity Book 7
17
Maze
Aboriginal Affairs and Northern Development Canada
Hey there Mad Scientist! We need your help! Martin, the Chief Scientist for the
Canadian High Arctic Research Station (CHARS), needs to give Donald some field
samples on the other side of the lab. Can you help Martin find his way through the lab?
Science.gc.ca Activity Book 7
18
Don’t Move Firewood!
Canadian Food Inspection Agency
Across
2. What kind of trees do emerald ash borers like? Hint: Check out its middle name!
3. Many harmful insects like to hide under what part of a tree? Hint: It‛s the sound a dog
makes!
4. What should you not move? Hint: Your parents use it to make a campfire.
5. Invasive species are damaging Canada‛s what? Hint: It‛s all around us.
Down
1. Many invasive species come to Canada from this continent. Hint: This continent has
the biggest population!
3. The Asian long-horned and emerald ash borer are both examples of this type of
insect.
Science.gc.ca Activity Book 7
19
Did you Know?
... Invasive species include harmful insects that damage Canada‛s
environment. They do this by killing native trees and plants.
... Invasive species are often spread by people moving firewood.
... The emerald ash borer and the Asian long-horned beetle are
two of Canada‛s worst invasive species. They like to hide under
the bark of trees or logs where you can‛t see them.
Make sure your family doesn’t take firewood from your home when
they go camping. You could be accidentally taking harmful insects
with you! Help protect our forests. Tell your parents to buy
firewood close to where they plan to burn it.
Science.gc.ca Activity Book 7
20
Intermediate Level
Activities
Best suited for
ages 11 to 15
Science.gc.ca Activity Book 7
21
Indoor Air Word Search
Health Canada
Find these hidden words related to indoor air pollutants! The words could be up, down,
left or right so look carefully! Then use the leftover letters to spell out the Secret.
ASTHMA
BARBEQUES
CARBON
MONOXIDE
COMBUSTION
COUGHING
DUST
FRESH AIR
HEALTH
HOME
INDOOR AIR
IRRITATION
Secret: __ __ __ __ __ __ __
MITES
MOULD
NITROGEN DIOXIDE
POLLEN
POLLUTION
SMOG
SMOKE
SNEEZING
STOVE
TOBACCO
VENTILATION
WHEEZING
__ __ __ __
Science.gc.ca Activity Book 7
22
What’s Up, Doc? Understanding Good Health
National Research Council Canada
Practically everyone becomes ill... sooner or later. Few people have perfect health. In
fact, it is possible for you to be slightly ill and be totally unaware of your condition. This
means that contagious diseases can be passed from one unsuspecting person to
another.
One way to characterize diseases is to group them according to their principle cause.
For example,
1. Diseases which are genetically inherited.
2. Diseases which are related to dietary deficiencies.
3. Diseases which are induced by environmental conditions (physical and
chemical).
4. Diseases which are caused by viruses and bacteria.
Your Personal Doctor-on-call
Each of us has within our bodies the best medical team ever assembled – on-call
24 hours-a-day, 7 days-a-week. This is the body's natural immune system. Like all
medical teams, this team works best when it is properly nourished and well rested.
Look after your body and it will look after you!
A strong immune system is the body's first, and best, line of defence in preventing and
recovering from diseases that you might acquire.
Vaccinations are simply a method of "teaching" your immune system to recognize
harmful and dangerous viruses and bacteria.
Creepy Things – Ugh!
Unseen and usually unnoticed are the microorganisms which inhabit every nook and
cranny of our environment from the highest mountains to the depths of the deepest
oceans.
The majority of these microorganisms are benign, meaning they are not harmful. In fact,
many of them are beneficial; they are the primary recyclers of organic material in our
environment. A few are pathogenic; that is, they cause disease.
Science.gc.ca Activity Book 7
23
I Feel Awful... Groan...
Sometimes, perhaps when you have a bad cough or sore throat, your doctor will take a
small cotton ball and swab it (wipe it gently) on your tongue or cheek.
The cotton ball is sealed in a sterile bottle and then it is sent to a lab so that the cause
of your sore throat can be determined.
What happens at the lab?
In this activity we will culture microorganisms just as the doctor's lab cultures the
microorganisms on the cotton swab from your mouth.
Investigation
Students will be given an opportunity to probe their environment for microorganisms and
to cultivate colonies of the microorganisms that they find there.
Note: It may take 2-3 weeks to cultivate visible colonies of microorganisms.
Materials Needed
1. 1 new potato
2. 5 or 6 small resealable plastic bags (or similar air-tight, sealable, transparent
containers)
3. a supply of cotton swabs or cotton balls
4. marker pen
5. tongs
Procedure
Step 1
 To begin this activity you will need a few hard, new potatoes, free from bruises or
mold.
Step 2
 Wash the skins thoroughly in hot soapy water to remove soil and loose debris on
the outer surface of the potato.
Science.gc.ca Activity Book 7
24
Step 3
 Select one potato and cut off 6 or 7 thin slices (about 5mm thick).
Step 4
 Select a fresh, clean cotton swab (or cotton ball). Do not allow it to touch
anything except the item to be tested. For the first test, swab the surface of a
shoe sole, then as quickly as possible proceed to step 5.
Step 5
 Rub the cotton swab (or cotton ball) over the surface of the potato. This will
inoculate the cut surface of the potato slice with the bacteria that you have
collected on the cotton swab. Try to do this as quickly as possible to minimize the
possibly of contaminating your samples with airborne bacteria.
Step 6
 Once a sample has been inoculated, quickly seal it into the plastic bag. Label the
bag for identification.
 Repeat the process for several other items. These might include a doorknob, the
palm of your hand, your breath, the floor, the sides of a pen or pencil, or other
objects of your choice.
Step 7
 Set up your samples in a warm undisturbed location where you can make regular
observations.
Observations and Conclusions
1. Make a chart in which to record your observations.
2. Make daily sketches showing the appearance of each potato sample once the
microorganisms appear to be growing. (You may want to use a magnifying glass
to examine the sealed potato slices).
3. Each of your samples likely contains numerous kinds of bacteria. Based on your
observations which source appeared to have the most active kinds of bacteria?
4. What conclusions can you draw about the apparent abundance of bacteria in
your environment?
Discussion
1. List some of the ways our body protects us from illnesses that might be caused
by contact with the microorganisms in our environment. Hint: Think about the
Science.gc.ca Activity Book 7
25
body's natural defences against infections, such as tears, saliva, certain blood
cells, stomach secretions, and skin.
2. Suggest some ways we can help our natural defences keep us healthy. Hint:
Think about things like proper hand washing, personal hygiene, rest, nutritious
diet, etc.
3. Did you know that scientists at Canada's National Research Council are
exploring ways we can use natural compounds that are found in many of the
foods we eat to treat and prevent diseases?
Note: Dispose of the samples in a sealed plastic garbage bag. DO NOT open the
resealable plastic bags.
Extended Activities
1. Ask your parents/guardians or teacher to help you make a list of the diseases for
which you have been given a vaccination.
2. Make a list of diseases which fall in each of the following categories:
i.
Diseases which are genetically inherited.
ii.
Diseases which are related to dietary deficiencies.
iii.
Diseases which are induced by environmental conditions (physical
and chemical).
iv.
Diseases which are caused by viruses and bacteria.
3. Design an experiment to test the effectiveness of various kinds of household
cleaning and anti-bacterial agents. You might test various kinds of soap,
mouthwash, toothpaste, and hand cleaners.
Science.gc.ca Activity Book 7
26
Biodiversity Quiz
Agriculture and Agri-Food Canada
Biodiversity refers to the variety of life on Earth. It is a record of the differences among
all living things and how they interact with the environment as well as each other.
Agricultural biodiversity affects farming, the environment and Canada's economy.
Agriculture and Agri-Food Canada maintains the largest collections of fungi, insects and
plants in Canada. The identification of pests and weeds, along with their natural
enemies, is an essential step in protecting our agricultural resources and the
environment.
Take the quiz and test your knowledge of Canada’s agricultural biodiversity!
Part 1 – Discover our treasures
1. Taxonomy is…
A.
B.
C.
D.
the science of classifying organisms
the method used to figure out your taxes
the study of ecology
the techniques used by taxidermists
2. The Canadian National Collection of Insects, Arachnids and Nematodes in
Ottawa, Ontario contains how many specimens?
A.
B.
C.
D.
1 million
10 million
16 million
160 million
3. The oldest insects in Agriculture and Agri-Food Canada's insect collection are:
A.
B.
C.
D.
6 months old
50 years old
400 years old
75 million years old
4. Agriculture and Agri-Food Canada has a large mycology collection and our
mycologists study fungi. Which of the following are fungi:
A.
B.
C.
D.
mushrooms
yeasts
moulds
all of the above
Science.gc.ca Activity Book 7
27
5. While there are about a million different kinds of fungi, what percentage has been
identified by scientists?
A.
B.
C.
D.
10%
20%
90%
100%
Part 2 - Enter our vaults
Agriculture and Agri-Food Canada has plant and seed collections. These are similar to
libraries because every plant and seed has been named, catalogued and crossreferenced. Staff identify, collect, preserve and share seeds and plant parts with
scientists all over the world.
1. In Canada's genebanks, genetic plant material is stored as:
A.
B.
C.
D.
seeds
live plants
tissue culture
all of the above
2. Who can use a genebank?
A.
B.
C.
D.
Anyone who is wearing jeans
Anyone in the world with a valid use
Only scientists or plant breeders
Only farmers
3. What type of scientist would work at a genebank?
A.
B.
C.
D.
Botanist
Taxonomist
Geneticist
All of the above
4. The lifespan of a seed varies from a few years to centuries. To maintain optimum
preservation, the genebank keeps a storage facility in Saskatchewan at what
temperature.
A.
B.
C.
D.
30° Celsius
4° Celsius
-20° Celsius
-70° Celsius
Science.gc.ca Activity Book 7
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5. Some countries are often responsible for a specific plant variety. Canada is
responsible for the world collection of:
A.
B.
C.
D.
Barley and oat
Wheat and rye
Tomato and cucumber
Apple and pear
Part 3 - Farmers and biodiversity
Because Canadian agriculture is relatively new, most of our crops originated from areas
outside of Canada. Canadian crop breeders adapt plant varieties so they can grow in
our cold climate. Over the years, scientists have boosted biodiversity greatly by
developing new crops for domestic use and export markets.
1. Crops that are native to Canada are:
A.
B.
C.
D.
strawberry, blueberry and cranberry
tomato, potato and corn
wheat, rye and oats
apple, pear and peach
2. Which crop is grown in every province in Canada?
A.
B.
C.
D.
Apples
Strawberries
Potatoes
All of the above
3. How many years does it usually take to develop a new tree fruit variety such as
apple, pear or peach?
A.
B.
C.
D.
5 years
10 years
25 years
50 years
4. Since 1901 our Shelterbelt Centre in Saskatchewan has distributed how many
trees to Canadian farmers on the prairies?
A.
B.
C.
D.
60 thousand
600 thousand
6 million
600 million
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Collecting Algae
National Research Council Canada
Some consider algae to be a "slimy nuisance" or just "pond scum." But look closer and
you'll see that algae (singular "alga") represent one of the most diverse forms of life on
Earth, coming in a near infinite variety of shapes, sizes and geometric designs. The
term "algae" is used to describe primitive plant-like organisms and is often given to
unrelated groups that use photosynthesis or appear similar in shape or form. Algae are
the base of the food chain — they convert nutrients to organic matter that other
organisms eat.
Purpose
Discover what native species of algae grow in your backyard.
Materials and Equipment




1 small microscope
1 dip net (common at pet food supply stores) or a fine-mesh kitchen strainer
1 pair scissors
A pond or marsh near you home or school
Instructions
1. Use the net or strainer to carefully collect algae from the water's surface. Be sure
to look in all habitats in the water such as the edge of stones, aquatic plants and
floating objects. A small sample can harbour a myriad of life forms, including
aquatic micro-animals.
2. Algae often form mats on the water's surface. If necessary, use the scissors to
obtain a small sample easily.
3. If the material you collect is muddy, let it sit for a few hours before observing it.
4. Spread your sample thinly on a slide and place a cover slip on top. Most algal
forms are easily seen at a magnification of 10x or 15x.
5. To photograph algae, use a simple compact digital camera, which can capture a
clear image when held up to the eyepiece lens of the microscope.
6. Do not keep algal samples for more than a few days as grazing micro-animals
can decimate them. Also, their chemistry will change and, unless you refrigerate
them, truly foul odors can develop.
(This activity was submitted by science teacher Michael Léveillé of St-Laurent Academy Elementary and
Junior High in Ottawa.)
Science.gc.ca Activity Book 7
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Word Search
Aboriginal Affairs and Northern Development Canada
Try to find all the words in the list at the bottom of the page! If you don’t understand a
word, ask your parents or a teacher what the word means and they can help you learn
the words!
CHARS
Field
Environment
Experiments
Entomology
Wind
Biomass
Science
Research
Monitor
Arctic
Botany
Hydro
Geology
Science.gc.ca Activity Book 7
Technology
Maintenance
Data
Polar
Alternative
Solar
31
Canadian Skies Crossword Puzzle
National Research Council Canada
Across
2. A yellow dwarf star at the centre of our solar system, it accounts for 99.8% of our
solar system's mass.
4. This describes the motion of spinning on an axis or centre, like a top.
6. These people rely on electromagnetic radiation detected by different types of
telescopes to determine the location, composition, temperature, motions and
magnetism of celestial objects.
9. This planet is the home of some of the fastest windstorms anywhere in the Solar
System, with winds often reaching speeds of 2000 km/h.
Science.gc.ca Activity Book 7
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11. Every December, meteors appear to spray out of this constellation. This event is
called the "Geminid meteor shower."
12. This planet is named after the Roman goddess of love and beauty.
Down
1. This planet weights more than twice as much as all the other planets of our solar
system combined.
3. An area in the sky where people have looked up and seen a pattern that is helpful in
finding our way around the night sky.
5. The Milky Way a spiral disk containing several hundred billion stars is one of these.
7. An event in which the shadow of one celestial body falls on another celestial body.
8. This beautiful light show of red and green glowing overhead is caused by the
interaction of solar materials with the Earth's atmosphere.
10. This planet was named after the Roman god of war, due to its blood-red colour.
Science.gc.ca Activity Book 7
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Energy-Smart Choices
Natural Resources Canada
All the underlined words in these fun facts are hidden in the puzzle. Can you find them?
Did you Know?
Composting is a way to recycle, and it’s good for planet Earth.
You can do something good for the environment and lessen the negative effects of
climate change by planting a tree or conserving water.
Energy efficiency and cars:
 Ask you parents if they carpool.
 No idling, please it uses more fossil fuel.
 Hybrid cars help with energy conservation.
Science.gc.ca Activity Book 7
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Secondary Level
Activities
Best suited for
ages 16+
Science.gc.ca Activity Book 7
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Atomic Energy Math
National Research Council Canada
Complete the math problems using atomic numbers.
a. Cl + O + Ne = __________
b. H + Ac + K = ___________
c. K + N + I + Fe = __________
d. Sn + O + B = _____________
Complete the math problems using atomic mass (rounded to the nearest one).
e. H + He + Li = __________
f. O + F + Ne = __________
g. Si + S + Ar = ___________
h. Be + C + Al = ___________
Complete the math problem using atomic numbers.
i. ____ + _____ + ______ = 30
j. ____ + _____ + ______ = 40
k. ____ + _____ + ______ = 50
Science.gc.ca Activity Book 7
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Investigation: Determining the Best Protection from UV
Environment Canada
Materials







UV meter(s)
pencil and pad
three (3) different types of fabric (e.g. cotton, synthetic, silk) in the same colour
three (3) different colours of fabric of the same type and weight (e.g. black, white,
and red cotton)
three (3) pairs of sunglasses
several leaves and/or types of shade (e.g., buildings, tree(s), umbrella)
calculator
Method
1. Choose a day when the UV Index is forecast to be 6 or greater.
2. Identify variables and assign to groups, each with their own UV meter.
3. Make predictions about which materials or shade give the best protection against
UV.
4. Put the samples in a random order.
5. Take a UV reading with the UV meter in direct sunlight and record the value.
6. Place each sample, one at a time, on the UV meter over the sensor. Ensure that
the sensor is completely covered. Do not touch the sensor with your fingers. To
sample types of shade, move the UV meter from direct sunlight to the designated
shaded area before taking the reading.
7. Wait a minute for the UV meter to adjust between samples.
8. Calculate the percentage of UV transmitted through each type of fabric
sunglasses or shade compared to the full sun reading.
UV transmitted (%) = (reading under sample ÷ full sun reading) x 100%
UV reduction (%) = 100% - UV transmitted
Science.gc.ca Activity Book 7
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Questions

Which fabrics give the best protection against UV?

Which sunglasses give the best protection against UV?

What type of leaf or shade gives the best protection against UV?

Why is it important to change only one variable at a time?

Why should the samples be in a random order?

How would variable cloudiness affect the results?
Explanation
The more of the sky that is blocked by trees and other objects, the lower the amount of
UV.
In general, denim and polyester protect better than cotton; tight weaves, better than
loose; dark colours, better than white; and heavy fabrics better than light. Sunglasses
show approximately how well a pair of sunglasses protects your eyes from UV-B.
Accurate UV testing for sunglasses can only be conducted by an optometrist or
ophthalmologist. UV-A is also harmful to the eye. When buying sunglasses, it’s wise to
check the label for the degree of protection from both types of UV.
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Pesticides – What’s Bugging You?
Health Canada
Pesticides are substances used to prevent, destroy or repel pests. However sometimes
pesticides can be very harmful to people and pets, especially if they are not used
correctly. It’s important to store pesticides properly and follow the instructions carefully.
Crossword
Fill in the answers to the questions across and down.
Science.gc.ca Activity Book 7
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Across
1. If pesticides are not used properly you could get what?
3. Cabinets should be this when pesticides are stored in them?
5. What foods need to be washed to remove all traces of pesticides?
7. Pesticides can be harmful to people and these.
9. If you wear this you may not need as much bug spray.
Down
2. Common name for a chemical that is harmful to your health.
4. Term used to describe chemicals that kill insects.
6. When you put this on, keep it away from your eyes and mouth.
8. When you come inside make sure you take off or wipe these.
10. What should you do if an area has been recently sprayed with pesticides?
Science.gc.ca Activity Book 7
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Tsunami Quiz
Natural Resources Canada
Complete each question.
1.
A tsunami is always triggered by an earthquake.
a. True
b. False
2.
Where did Canada’s worst tsunami disaster occur?
a. East Coast
b. West Coast
3.
The word tsunami is Japanese for:
a. Giant tidal wave
b. Harbour wave
c. Small wave
d. Ocean current
4.
A tsunami is always triggered by a natural disturbance.
a. True
b. False
5.
The 1929 Grand Banks of Newfoundland tsunami was generated by:
a. An earthquake
b. Volcano
c. Landslide
d. A meteor impact
6.
Historically, the most common trigger of tsunamis in Canada has been
landslides.
a. True
b. False
7.
A tsunami is related to tides. That is why it is called a giant tidal wave.
a. True
b. False
8.
An earthquake in the ocean will automatically trigger a tsunami.
a. True
b. False
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9.
We can find geological evidence of past tsunamis in Canada.
a. True
b. False
10. The worst Canadian tsunami disaster occurred off the coast of Newfoundland.
a. True
b. False
11. Which part of Canada can be most affected by a tsunami?
a. Rivers
b. Streams
c. Lakes
d. Coasts
12. A tsunami can be prevented.
a. True
b. False
13. It is possible to predict how far inland a tsunami wave will reach.
a. True
b. False
14. There are many signs that a tsunami will hit an area when it is approaching a
coast.
a. True
b. False
15. Tsunamis are triggered by what?
a. Earthquakes
b. Volcanic eruptions
c. Undersea landslides
d. All of the above
16. Tsunami waves usually reach heights of up to _______ metres.
a. 5
b. 15
c. 30
d. 60
17. Ships far out at sea can detect tsunamis easily and radio ahead with warnings.
a. True
b. False
18. Tsunamis travel radially outward from its epicentre.
a. True
b. False
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19. Quickly advancing front waves of incoming tides, found in shallow estuaries, are
called:
a. Tidal waves
b. Tidal bores
c. Sea surges
d. Seiches
20. The sea tide draining away from shore is a sign of an approaching tsunami.
a. True
b. False
Science.gc.ca Activity Book 7
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Mapping Canada’s Climate
Environment Canada
Goal
To show how the climate varies across a country with the size and geography of
Canada.
Materials



Copies of the blank map of Canada
The list of locations with climatic data
An atlas
Method - part 1



Using the list, have your students write the average daily high temperature for
July for each location beside the appropriate dot on the map. They may need to
use the atlas to locate communities correctly.
As an optional exercise, you might ask your students to analyse this map to
reinforce the differences between various parts of the country. To help you with
the analysis, here are 4 common meteorological terms.
o Isopleth -- a general term describing a line that joins points of equal value.
o Isotherm -- a line which joins points of equal temperature.
o Isohyet -- a line which joins points of equal amounts of precipitation.
o Isobar -- a line which joins points of equal pressure - this is the type of line
normally drawn by forecasters on a weather map.
To analyse the map using temperatures, have your students draw isotherms at
5° intervals. Again, an isotherm joins points of equal temperature. For example, if
1 community has an average daily high of 23°C and the neighbouring community
has an average of 17°C, then you know that at some point between them, the
average is 20°C.
Method - part 2

To analyse the map using the amount of snowfall take a second blank map, and
still using the list, have your students plot the average annual snowfall for each
community. They could analyse this map as well by drawing isohyets at intervals
of 100 centimetres (cm), 200 cm, and so on. For instance if 1 community has an
average annual snowfall of 139 cm and the next closest community has an
average of 228 cm, then you know that somewhere between the 2 lies a point
Science.gc.ca Activity Book 7
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
with 200 cm. When your map is complete, it will resemble a contour map, the
kind atlases contain showing elevations.
When the maps are complete, have your students find the community that has,
on average, the hottest summer days (Kamloops and Windsor) and the
community that has the snowiest winters (Churchill Falls). Invite them to compare
figures for different parts of the country and encourage them to discuss the roles
that elevation, latitude, land forms, and large bodies of water may have on the
climate. For example, Mayo in the Yukon has the same average high in July as
does Lynn Lake in Manitoba. Halifax, Nova Scotia, gets twice as much snow on
average as Baker Lake in the Northwest Territories.
Tips: It will be easiest to begin with the 100 cm isohyet in the north and then work
southward.
Climactic Information by Province and Territory
Province/Territory Community
Average High
Temperature July (°C)
Average Annual
Snowfall (cm)
Yukon
Mayo
22
145
Watson Lake
21
219
Whitehorse
20
145
23
154
Fort Simpson
23
164
Inuvik
20
175
Norman Wells
22
149
Yellowknife
22
133
Alert
6
165
Baker Lake
16
130
Cambridge Bay
12
80
Clyde River
8
197
Coral Harbour
14
135
Eureka
8
53
Hall Beach
9
120
Iqaluit
12
257
Cranbrook
26
148
Northwest Territories Fort Smith
Nunavut
British Columbia
Science.gc.ca Activity Book 7
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Climactic Information by Province and Territory
Average High
Temperature July (°C)
Average Annual
Snowfall (cm)
Fort Nelson
23
191
Fort St. John
22
198
Kamloops
28
86
Prince George
22
234
Prince Rupert
16
143
Vancouver
22
55
Victoria
22
47
Calgary
23
135
Edmonton
23
127
Lethbridge
26
160
Medicine Hat
27
108
Fort McMurray
23
172
Edson
22
180
Swift Current
25
128
Cree Lake
21
180
Regina
26
107
Saskatoon
25
105
La Ronge
23
155
Prince Albert
24
117
Churchill
17
200
Brandon
26
106
Dauphin
25
138
Lynn Lake
22
206
Thompson
23
201
The Pas
23
170
Winnipeg
26
115
Big Trout Lake
21
233
Province/Territory Community
Alberta
Saskatchewan
Manitoba
Ontario
Science.gc.ca Activity Book 7
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Climactic Information by Province and Territory
Average High
Temperature July (°C)
Average Annual
Snowfall (cm)
Thunder Bay
24
196
Timmins
24
352
Moosonee
22
225
Sault Ste Marie
24
316
Windsor
28
123
Toronto
27
124
Ottawa
26
222
Kuujjuaq
17
271
Kuujjuarapik
15
238
Sept Iles
20
415
Baie Comeau
21
362
Val d'Or
23
318
Sherbrooke
25
288
Quebec City
25
337
Fredericton
25
241
Moncton
24
367
Prince Edward
Island
Charlottetown
23
339
Nova Scotia
Halifax
23
261
Sydney
23
330
St. John's
20
322
Daniels Harbour
18
427
Happy ValleyGoose Bay
21
464
Churchill Falls
19
481
Port Aux Basques
16
316
Province/Territory Community
Quebec
New Brunswick
Newfoundland
Science.gc.ca Activity Book 7
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Science.gc.ca Activity Book 7
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Answer Key
Elementary Activities
Indoor Air Word Search
Fact or fiction: Air Quality Health Index
1. Fact
2. Fiction
3. Fact
4. Fact
5. Fact
6. Fact
7. Fiction
8. Fiction
9. Fiction
10. Fact
11. Fiction
12. Fact
13. Fact
14. Fiction
15. Fact
16. Fact
17. Fiction
18. Fact
19. Fact
Science.gc.ca Activity Book 7
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Connect the Dots and Label the Laboratory Equipment
A. Petri dish
B. Test tube
C. Beaker
D. Erlenmeyer flask
E. Goggles
F. Microscope
G. Rubber gloves
Maze
Don’t Move Firewood!
1. Asia
2. Ash
3. Bark/Beetle
4. Firewood
5. Environment
Intermediate Activities
Indoor Air Word Search
Secret: Breathe Easy
Science.gc.ca Activity Book 7
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Biodiversity Quiz
Part 1 - Discover our treasures
1. Taxonomy is…
o A. The science of classifying organisms. Agriculture and Agri-Food
Canada scientists are world-class experts on identifying plants, insects,
mites, nematodes, fungi, bacteria and plant viruses.
2. The Canadian National Collection of Insects, Arachnids and Nematodes in
Ottawa, Ontario contains how many specimens?
o C. 16 million. Although there are larger insect collections, ours is
considered one of the best collections in the world in terms of size,
different species and expertise of our staff. Our entomologists share
information with scientists around the world.
3. The oldest insects in Agriculture and Agri-Food Canada's insect collection are:
o D. 75 million years old. In addition to some extinct species, we also have a
large collection of fossil insects that were preserved in tree amber. These
fossils are mostly prehistoric flies, beetles and bees.
4. Agriculture and Agri-Food Canada has a large mycology collection and our
mycologists study fungi. Which of the following are fungi:
o D. All of the above….and much more including mildew, puffballs, morels
and truffles. The grocery store offers a variety of edible mushrooms to eat.
Yeast is needed to make bread, wine and beer. Good moulds are used to
make delicious blue cheeses.
5. While there are about a million different kinds of fungi, what percentage has been
identified by scientists?
o A. 10%. As with insects, scientists around the world have just scratched
the surface when it comes to naming all the microscopic organisms on our
planet. There's still lots of work to do for budding scientists.
Part 2 - Enter our vaults
1. In Canada's genebanks, genetic plant material is stored as:
o D. all of the above. Tissue culture means we can grow a whole plant from
a small piece of plant material. This is done in a lab in a controlled,
disease-free environment.
2. Who can use a genebank?
o B. Anyone in the world with a valid use. Scientists from all over the world
ask to borrow and trade packets of seeds and plants. The biggest users
are plant breeders and researchers, but medical researchers and
educators are also welcome.
3. What type of scientist would work at a genebank?
Science.gc.ca Activity Book 7
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o
D. All of the above. While lots of scientists work at these research centres,
the technicians, managers, office workers and students make significant
contributions as well.
4. The lifespan of a seed varies from a few years to centuries. To maintain optimum
preservation, the genebank keeps a storage facility in Saskatchewan at what
temperature.
o C. - 20° Celsius. For long-term storage, seeds are preserved in special
envelopes at -20°C in a large walk-in vault. Seeds are evaluated for
viability and dried to optimum moisture content.
5. Some countries are often responsible for a specific plant variety. Canada is
responsible for the world collection of:
o A. Barley and oat. Barley and oats are extremely valuable crops both in
Canada and around the world. Consumers around the world make oats
into nutritious granola bars and use barley to make tasty beer.
Part 3 - Farmers and biodiversity
1. Crops that are native to Canada are:
o A. Strawberry, blueberry and cranberry. Our Aboriginal Peoples found
these sweet treats and they are still popular today as a healthy food
source.
2. Which crop is grown in every province and territory in Canada?
o D. All of the above. The Government of Canada has invested into crop
research for farmers over the last 125 years. Our scientists need to
develop crops that sprout, grow, mature and produce a bountiful crop in
about 100 days.
3. How many years does it usually take to develop a new tree fruit variety such as
apple, pear or peach?
o C. 25 years. New orchards are developed so they can resist pests,
diseases and environmental stresses such as drought. Many trees are
bred to be short so that fruit pickers don't hurt themselves climbing on high
ladders.
4. Since 1901 our Shelterbelt Centre in Saskatchewan has distributed how many
trees to Canadian farmers on the prairies?
o D. 600 million trees. Trees are an excellent resource for farmers.
Shelterbelts protect the land from wind and soil erosion. Trees also
provide shade for livestock in the summer as well as create a habitat for
birds and smaller critters.
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Word Search
Canadian Skies Crossword Puzzle
Science.gc.ca Activity Book 7
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Energy-Smart Choices
Secondary Activities
Atomic Energy Math
a – 35, b – 109, c- 105, d – 63, e – 12, f – 55, g – 100, h – 48. Possible answers for i –
Be + Mg + Si, j – B + P + Ca, k – Mn + Ne + P
Pesticides – What’s Bugging You?
Across
1. SICK
3. LOCKED
5. FRU ITS & VEGETABLES
7. PETS
9. LIGHT COLOURS
Down
2. TOXIC
4. PESTICIDE
Science.gc.ca Activity Book 7
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6. INSECT REPELLENT
8. SHOES
10. STAY AWAY
Tsunami Quiz
1. b) False - A tsunami can be triggered by a landslide, earthquake, submarine
landslide, meteorite impact, man-man explosion or even a structure failure such
as a dam.
2. a) East Coast
3. b) Harbour Wave
4. b) False - Sometimes a tsunami can be triggered by a man-made explosion or a
structure failure such as a dam collapse.
5. c) Landslide
6. a) True
7. b) False - A tsunami is not related to tides. Tides are caused by the gravitational
pull from the moon.
8. b) False - The earthquake has to be strong enough to create a vertical movement
in the water column.
9. a) True
10. a) True
11. d) Coasts
12. b) False - It is impossible to prevent an earthquake, meteorite impact or
submarine landslide from causing a tsunami to form. However, we can mitigate
or prevent the damage caused by tsunamis by relocating cities and building
structures away from the coast.
13. a) True
14. b) False – The wave is not easily detected at sea. At the coast, a rapid and
unexpected recession of water levels below the expected low tide can occur
minutes before the shoreline is struck by a tsunami, and can be the only warning
sign along coastlines that are located too far from the earthquake epicentre to
have felt the shaking.
15. d) All of the Above
16. c) 30
17. b) False - The waves generated close to the epicentre are relatively small as the
motion is absorbed through the entire depth of the water column and are not
easily detected. In deep water the wavelength is great and amplitude is subdued.
18. a) True
19. b) Tidal Bores
20. a) True
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Mapping Canada’s Climate
Science.gc.ca Activity Book 7
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Sample Snowfall isohyets
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